Literaturnachweis - Detailanzeige
| Autor/inn/en | Crocker, Robert K.; und weitere |
|---|---|
| Titel | A Comparison of Structured and Unstructured Modes of Teaching Science Process Activities. |
| Quelle | (1974), (15 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Achievement Gains; Educational Research; Elementary School Science; Instruction; Learning Processes; Science Activities; Science Education; Teaching Styles |
| Abstract | In this study, the two modes were operationally distinguished by the degree of teacher control over the conduct of pupil investigations. In the unstructured mode the teacher identified the area of investigation and supplied appropriate apparatus. The structured mode was identifiable with the teaching strategy typical of a curriculum such as Science--A Process Approach. The teacher controlled specific arrangements of apparatus, the method of investigation, the amount of data to be collected, and directed pupil discussion toward a specific objective. Four classes of grade 6 pupils were required to complete two sets of activities modified from a process based elementary science curriculum. In both treatments, introductory and summary class discussions were conducted, and pupils worked in pairs. Two achievement tests were used as a pretest and posttest for each set of activities as well as a preference scale, in modified semantic differential format. The independent variables were treatment, sex, IQ, creativity, personality (extraversion, neuroticism, and dependency), and socioeconomic status. In general, subjects achieved better when taught in the structured mode. It was also found that subjects exhibited a significant preference for the structured mode and that preference was significantly related to class and IQ. (Author/EB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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